Antonio Antonio

2 Publications in AERD

Author Publications

Demands and main challenges of special and inclusive education in face with the commitments of the 2030 agenda in Angola

By Antonio Antonio

Guaranteeing the right to quality education for everyone, including the target audience for special education, is one of the commitments present in the 2030 Agenda on the Sustainable Development Goals. Therefore, this study aims to analyze the current challenges of the National Special Education Policy Oriented toward School Inclusion in light of the commitments of the 2030 Agenda. A qualitative study of the documentary type was carried out that emphasized the legislation on the Educational System, National Plans for Development, and reports from the Ministry of Education, while, for international studies, along with the 2030 Agenda, statements and reports from specialized agencies of the United Nations were considered, through latent thematic analysis. The results indicate that Angola has made good progress in terms of regulatory frameworks under the influence of multilateral organizations, however, the advances recorded are little reflected in the expected results in the context of practice.

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Education policy in Angola and the guarantee of the right to education: articulation between the context of influence and text production

By Antonio Antonio

The present study set out to analyze the education policies that regulate initiatives that are located in the context of practice, as it also focuses on the education policies resulting from the main guidelines coming from international organizations and how these are compatible with the real local demands. Based on a qualitative approach, methodologically, the research is based on the Policy Cycle Approach, a proposition initially formulated by Bowe, Ball and Gold (1992) and reformulated by Ball (1994), which allowed analyzing documents and interventions in the context of influence and the context of text production. From the analysis carried out, the results indicate that guaranteeing the right to education continues to be, despite the progress made, a challenge for the Education and Teaching System in Angola. On the other hand, the context of influence highlights the leading role that international organizations play within Angolan education policy which, during its course, demonstrated resentment of the impacts resulting from the colonial education model.

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